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Biography
Antero Garcia is an Associate Professor in the Graduate School of Education at Stanford University and Vice President of the National Council of Teachers of English. His research explores the possibilities of speculative imagination and healing in educational research. Prior to completing his Ph.D., Garcia was an English teacher at a public high school in South Central Los Angeles. He has authored or edited more than a dozen books about the possibilities of literacies, play, and civics in transforming schooling in America. His recent books include All Around the Town: The School Bus as Educational Technology and Civics for the World to Come: Committing to Democracy in Every Classroom. Antero currently co-edits La Cuenta (lacuenta.substack.com), an online publication centering the voices and perspectives of individuals labeled undocumented in the U.S. Antero received his Ph.D. in the Urban Schooling division of the Graduate School of Education and Information Studies at the University of California, Los Angeles.
Other titles
Associate Professor, Graduate School of Education
Program affiliations
CTE
CTE: Literacy, Language, and English Education
CTE: Teacher Education
Learning Sciences and Technology Design (LSTD)
SHIPS (PhD): Race, Inequality, and Language in Education (RILE)
(MS) LDT
(MA) STEP
Stanford Accelerator for Learning
Research interests
Civic Education | Literacy and Language | Secondary Education | Teachers and Teaching | Technology and Education
Recent publications
Boardman, A. G., Polman, J. L., Scornavacco, K., Potvin, A. S., Garcia, A., Dalton, B., … Alzen, J. L. (2024). Examining Enactments of Project-based Learning in Secondary English Language Arts. AERA OPEN, 10.
Robillard, S. M., Reigh, E., Garcia, J. E., Suzara, M., & Garcia, A. (2023). All hands on deck: exploring how Latinx families in California supported child learning during the initial Covid-19 shutdown. JOURNAL OF FAMILY STUDIES.
Trepper, K., Levine, S., Lomeli, K., & Garcia, A. (2023). One text, two worlds, third space: Design principles for bridging the two-worlds divide in teacher education. TEACHING AND TEACHER EDUCATION, 129.
